Rationale: In order for
students to read fluently and write words, they
must have an understanding that letters represent phonemes. In
this
lesson, the correspondence i=/i/ is taught. The students
should
understand that the letter i represents the vocal gesture of
/i/ in many
commonly used words. The students will be able to recognize i by finding /i/ in certain wordsthey
hear and see.The student’s will make
/i/ memorable by using hand gestures while participating in a tongue
twister.
The students will also spell words containing /i/ using Letterboxes,
and will
later read these words. The students will then read a decodable
book
filled with words containing /i/.

Procedures:
1. "Today we are going to learn
about the sound that the letter "i" makes. , Lots of words
that we
read have the letter "i" in them. Can anyone think of any sight
words we
have used? See it is very important that we learn the sound this letter
makes
so we can read and write these words. The letter "i" says
"/i/".
Everyone say /i/ with me. All together now, “iiiii” Now can everyone
say icky
piggy. Say it with me... "icky piggy". Can we stretch
out the /i/ sound whenever we hear it? Let's say it now. Iiiicky
piiiggy. Awesome work!"

2.
"Let's try a sentence
and see where we hear /i/." Say, "The icky piggy hits it.".
Your turn. Great! Now let's stretch it out where we hear
that icky
piggy sound. I will model it and then you will give it a try. The
iiicky
piiigy hiiits iiit. Your turn. Great job boys and
girls!!"

3.
" I want you to listen
real closely and tell me which word you hear /i/ in. Do you hear
/i/ in "hill
or pocket". "six or ten", "kitty or dog".
Great job! Ya'll were able to identify those /i/ words."

4. Next we will begin
a enlarged letter box lesson with the entire class. I will
incorporate a
few words using other short vowels as a review. 2 - if, at
3
-six, pet, lid, big 4 – twig, trick, slit,
wind 5
- split. As the students do this exercise I will walk
around the
classroom I will assess how the students are doing. I will
encourage the
students to decode the short vowel first and then brake up the words.
If the
students have trouble identifying the phonemes, I will remind them to
use their
cover-ups. If they are requiring more attention, I will slightly help
them, so
that they do not become extremely frustrated and give up. When
they have
completed the letter box words I will collect the letterboxes and the
letters."

5.
Next I will write the
words up on the board one at a time and have the class read them back
to me. I
will call on individual students to try and sound out some of them. I
will then
tell the class, “I’m going to show you some made-up words. They aren’t
really
words but some people can read them anyway. I want everyone to give it
a try." The words we will use are bim, lem, min, daf, zik)

6.
I will then give a
quick book talk. "Liz is going to have her sixth birthday. One of
her
presents that she gets is a baseball mitt. Pig and the kids decide
to play
a game of baseball. Liz hits the ball very far and Pig tries to go and
catch
it. To find out you if pig catches the ball you will have to read
the
story!" The children then will be advised to break into small groups
based
on their reading level. They will take turns reading the book Liz
is Six to each other. As the students read
in their groups I will walk around and see how they are doing. If
the
groups are having trouble I will tell them to take their time and use
their
cover-ups.

7.
After finishing up
reading, I will then instruct the students to take out their primary
paper and
pose the question, “What makes pigs get sticky and icky?"

8.
To assess the
students work they will use a picture sheet with the words from the
lesson on
it. They will be instructed to circle and color the words that
have the
sounds /i/ in them. While the students do that I will assess each
student, at my desk, on their ability to read the following pseudo
words:
bim, lem, min, daf, zik.